Fairfax County Public Schools

Parent/Guardian and Student-Athlete Sports Education Program

Introduction • Virginia’s  Student-Athlete Protection Act (Code of

Virginia 22.1-271.5) requires completion of a concussion education program by parents/guardians and student before the student can participate in school-sponsored athletics

• Program overview – Concussion management – Infectious disease prevention – Sudden cardiac arrest – Environmental conditions (lightning, heat and cold) – Mental health (depression, suicide)

IMPORTANT!

There are 10 questions throughout this presentation that must be answered correctly in

order to proceed. Please read all slides thoroughly!

What’s  Involved  in  Concussion  Management

Education

Recognition

Evaluation

Treatment

Return to Learn

Return to Play

Com

mun

icat

ion

Communication is critical!

What is a concussion?

Concussion IS NOT a hardware problem…

i.e. caused by structural changes in the brain

Concussion IS A software problem…

i.e. a product of chemical changes in the brain

“…complex  pathophysiological  process  affecting  the  brain,  induced  by  traumatic  biochemical  forces.”  

(Zurich 4th Consensus Statement on Concussion in Sport, 2013)

Routine diagnostic imaging (CT scans, MRIs, x-rays) will likely be normal

What is a concussion?

• Concussion may or may not involve a loss of consciousness (LOC)

• Concussion results in a wide range of symptoms lasting a few minutes, days, weeks, months or longer in some cases

• There  is  no  single  “best”  test  to  diagnose  a  concussion- evaluation is a complex process

Question #1

• A concussion always involves a loss of consciousness. – True or false

Recognizing a Concussion • Early recognition of symptoms is essential to safe,

effective concussion management • If you suspect you or a friend has suffered a

concussion, stop activity and report the injury to an athletic trainer or another adult immediately

• Symptoms may occur immediately following the trauma to the head/body, develop hours or even days later, and change over time

• Visits to the hospital are necessary when signs and symptoms worsen over time – A  negative  or  “normal”  CT  scan  or  MRI  does  NOT  mean  

you do not have a concussion

Common Concussion Signs and Symptoms Physical

¾ Headache ¾ Nausea/vomiting ¾ Dizziness ¾ Balance problems ¾ Vision/hearing problems ¾ Fatigue ¾ Sensitivity to light/noise

Behavioral/Emotional ¾ More emotional ¾ Irritability ¾ Depression/Anxiety ¾ Anger/easily frustrated ¾ Nervousness ¾ Apathetic ¾ Impulsivity

Cognitive ¾ Confusion ¾ Feeling  “foggy” ¾ Feeling slowed down ¾ Difficulty concentrating ¾ Difficulty with communication,

reading/writing ¾ Difficulty with problem solving

and planning ¾ Memory loss

Sleep ¾ Drowsiness ¾ Sleeps too much ¾ Sleeping too little ¾ Trouble falling asleep

Question #2

A headache, feeling foggy or trouble concentrating that begins the day after experiencing trauma to your head can be a concussion. True False

When to Rush to the Hospital

• Headaches that worsen • Repeated vomiting • Seizures • Neck pain • Very drowsy

• Significant irritability • Unusual behavior changes • Slurred speech • Weakness/numbness in

arms/legs

If symptoms get worse following the injury CALL 911 or GO TO THE HOSPITAL

These are signs of a MEDICAL EMERGENCY!

Quick Review

• Suspect a concussion if a student: – BEHAVES DIFFERENTLY following trauma to the head (or

body in some cases) – EXPERIENCES SYMPTOMS (headache, light sensitivity, etc.) – HAS TROUBLE CONCENTRATING OR SLEEPING

• Remove from activity and report the injury to the athletic trainer or another adult

WHEN IN DOUBT, SIT IT OUT

Trauma Signs/Symptoms

or  “Feeling  Different”

Remove from activity, Rest, and

Report

When a Concussion is Suspected • Following evaluation, athletic trainers will provide

parents with an FCPS Acute Concussion Evaluation (ACE) Care Plan – ACE Care Plan includes

• Definition of concussion • Signs and symptoms of concussion • When to seek urgent care • Return to daily activity and participation information

– Licensed athletic trainer contact information • The athletic trainer will initiate communication with

appropriate school staff members

Question #3 What is the first thing someone experiencing concussion symptoms should do? a. Continue what they are doing as long as symptoms do not get worse b. Take pain medicine to reduce concussion symptoms c. Text a parent or guardian d. Stop activity, monitor symptoms, and contact your athletic trainer or other medical professional

The Role of the Athletic Trainer

• ALL concussions require rest and evaluation by an appropriately licensed healthcare professional

• FCPS licensed athletic trainers are qualified healthcare professionals who can evaluate and provide a treatment plan for student-athletes suffering from concussion

If you see your Physician or Concussion Specialist

• Notify the athletic trainers know before you go – We are happy to share the results of our evaluations

• Report to the athletic trainers following your visit • Share any documentation with the athletic

trainer – Notes, treatment recommendations, academic or

sport participation instructions

Question #4

Your student-athlete wakes up with an apparent concussion the morning after a game. You keep him/her home for the day and see your pediatrician. The student needs to follow up with the athletic trainer. True False

ImPACT Testing • ImPACT is a computerized, neurocognitive

assessment tool utilized by licensed athletic trainers in the management of concussions

• Student-athletes complete baseline ImPACT tests during their first season and again as juniors

• Post-trauma ImPACT tests are administered 24-72 hours following the injury and repeated as necessary

Following  a  Concussion…. Keep the student home from school if they experience

– Trouble sleeping – Persistent headache – Sensitivity to light/noise – Feeling foggy – Dizziness or lightheadedness – More irritable than usual

• Do not use any medication unless directed by a medical professional

• Contact the licensed athletic trainer for further information

It is ok to send your child to school if he or she

– Slept well – Wakes up headache free – Wakes  up  feeling  “normal”

• Your child may experience a return of symptoms during class

- Please be prepared to pick your child up and take them home to rest

• The student MUST report to the athletic trainers at the end of the school day for follow-up

Keys to Concussion Treatment • Physical and Cognitive rest

– Minimizing physical and mental activities is essential to brain recovery

– Avoid further trauma/injury to the brain – Sleep is helpful- no need to awaken during the night

• Limit stress and anxiety • Effective communication

– Parents/guardians, medical professionals and school staff should share information on a regular basis

Don’t  do  anything  that  makes  symptoms  worse!

Parent’s  Role • Recognize and report any signs and symptoms or changes  in  behavior  to  the  school’s  licensed  athletic trainer – Licensed athletic trainer will communicate with

teachers – Parents are urged to support the recommended

modifications for progressive return to academics and physical activity

• Continue to provide feedback, share observations with school staff (athletic trainer, counselors, teachers, etc.)

Student-Athlete’s  Role • Be aware of signs and symptoms • Understand importance of recognition

– Don’t  hide  it,  report  it • Be AWARE of teammates on and off the field,

specifically any behavior that is out of the ordinary for them

• REPORT problems – Friends  don’t  let  friends  play  with  signs  of  a  

concussion

What is Return to Learn? • Systematic/progressive reintroduction of

cognitive and academic activities • Usually includes series of distinct stages lasting

days or weeks, occasionally longer and may include the following: – Rest at home, limited school attendance – Changes in the amount/type of school work and tests – Increased levels of academic and instructional support

How does Return to Learn Work? • Collaborative effort involving the student, his

or her parents/guardians, medical professionals and school staff – Effective communication is critical!

• As the student recovers, academic demands are increased in a gradual, progressive fashion

• Students are expected to be participating normally in class before returning to sports

Question #5

Rest allows the brain to heal and is critical to promoting recovery following a concussion. True False

When is it Safe to Return to Play? • Student no longer exhibits any signs or symptoms

consistent with concussion • Student has received written medical release from an

appropriate licensed health care provider – Athletic trainer, physician (MD or DO), nurse practitioner,

physician assistant or neuropsychologist • Student successfully completes return to play

progression – Describes a period of supervised exercise that is gradually

intensifying in nature – Process takes a MINIMUM of 5-7 days to complete

depending on nature of sport • Usually 24 hours between stages • Must be asymptomatic to progress to next stage

Return to Physical Activity Rehabilitation Stage Functional Exercise Objective

1. No activity Complete physical and cognitive rest

Recovery

2. Light aerobic activity Walking, swimming, stationary cycling. Mild intensity

Increase HR

3. Sport-specific activity Running or skating drills. No head impact activities

Add movement

4. Non-contact training drills Progression to more complex training drills

Exercise, coordination, cognitive load

5. Full contact practice Following medical clearance. Normal training activities

Restore confidence, assessment of functional skills by coaching staff

6. Return to play Normal game play

Adapted from Zurich 4th Consensus Statement on Concussion in Sport, 2013

Question #6

The licensed athletic trainers in FCPS high schools are able to provide written clearance for a student to return-to-play following a concussion. True False

Long-term Concussion Concerns • The relationship between concussion and any

possible long-term consequences remains unclear

• Areas of concern include – Presence of persistent concussion-related symptoms – Development of mental health conditions – Occurrence of chronic, concussion-related changes

• Many questions exist regarding which individuals may suffer long-term complications and under what circumstances

Long-term Concussion Concerns

• While there are still a lot of questions about concussions, medical experts agree on the following: – Early identification and proper management is critical to

minimizing both short and long-term consequences – Returning to activity (physical and cognitive) too soon can

negatively impact recovery – Physical activity and sport participation minimizes the risk

of certain diseases and is essential to promoting a healthy lifestyle

Summary • Regular evaluation is essential

– Licensed athletic trainers will re-evaluate and provide recommendations on a regular basis

• Ready to return to normal activities? – Teacher feedback

• No need for classroom modifications • Participation  is  back  to  “normal”

– What was the student like before? – What is the student like now?

– Parent feedback • Is the parent ready for the student to return? • Is the student ready to return?

– Medical professional feedback • Has student completed Return to Learn and Return to Play

progressions

Question #7 Your student-athlete has been feeling better and really wants  to  play  in  tonight’s  game.    Which  of  the  following  MUST happen before he/she returns to play? a. The student is up-to-date with classroom assignments b. The student has completed the return-to-play progression c. The student has received written clearance from an appropriate licensed health  care  provider,  such  as  the  school’s   athletic trainers d. All of the above

Preventing Spread of Infectious Disease

• The very nature of sports leads to an increased risk of contracting communicable infections, particularly skin infection

• Transmission of disease and skin infection can be minimized when athletes take part in diligent and proper hygiene practices

• Skin infections include, but are not limited to, ringworm (fungal infection), staph, impetigo (bacterial infections), herpes (viral infections), MRSA and conjunctivitis (pink eye)

Preventing Spread of Infectious Disease

• Carefully and thoroughly inspect your body for lesions or signs of skin infection regularly

• Lesions identified during self-inspections or observed on a teammate should be brought to the immediate attention of the coach and the school’s  athletic  trainer

• Follow the direction of the athletic trainer regarding participation in practices and competition if diagnosed with a communicable infection

Tips for Preventing the Spread of Infectious Disease

• Shower with soap and water immediately following practices or competitions

• Do not share clothes, towels, soap, razors, deodorant or other personal care items

• All clothes/towels worn or used during practice and competition should be washed daily

• Drink from team water bottles by squirting, not sucking or slurping

Question #8

As long as the student washes a skin lesion with soap and water, he or she does not need to consult with the athletic trainer. True False

Sudden Cardiac Arrest • Sudden Cardiac Arrest (SCA) occurs when the

heart suddenly stops working properly, resulting in improper function of the circulatory system

• The underlying cause of SCA is usually a structural cardiac abnormality

• Pre-participation screening should include any family history of sudden cardiac arrest as well as any personal episodes of exertional syncope (fainting) or chest pain – It is essential that the licensed athletic trainers be

aware of any athlete with a family history of SCA

Sudden Cardiac Arrest

• Starting CPR and using an AED as soon as possible are the best treatments for SCA – Athletic trainers have access to an AED and an

established Emergency Action Plan in case of emergency

– FCPS has over 600 AEDs in schools and offices

Question #9 Which of the following is true regarding SCA? a. It is usually caused by a structural abnormality b. Participation screening should include any family history of SCA c. Starting CPR and using an AED as soon as possible are the best treatments d. All of the above

Environmental Conditions • Lightning

– The most effective means of preventing lightning injury is to remain or move indoors during lightning activity

– Each school has an established Emergency Action Plan to identify the closest safe structures to outdoor sport areas in case of lightning

• Heat – Athletes should

gradually adapt to the heat, especially those wearing protective equipment

– Athletes should hydrate before, during and after activity in order to replace the fluids and electrolytes that are lost through sweat

Environmental Conditions

• Cold – Student-athletes should be properly dressed when

participating outdoors during cold weather – Proper attire includes:

• Long sleeves and pants • Hats and gloves • Sweatshirts and jackets

Question #10

When should a student-athlete consume fluids for exercise? a. Before exercise b. During exercise c. After exercise d. All of the above

Causes of Anxiety and Depression • Some have atypical activity in areas of the brain that deal with

fear and emotional regulation • Females are generally more at risk for developing anxiety

disorders • Genetics and temperament play a role • Environmental factors (stressful environment, witnessed

traumatic event) • Experiences play a part (observe others, overly

protective/controlling adults, learning to avoid situations) • Styles of thinking – negative, unrealistic

Signs of Anxiety • Have headaches,

stomachaches, other pain • Trouble falling or staying

asleep • Difficulty concentrating

and remembering information

• Worry excessively • Feel tired

• Be irritable or angry – may become aggressive or yell

• Cry easily • Sweat a lot or have

shortness of breath • Tremble/shake • Easily upset by mistakes • Avoidance/withdrawal

Signs of Depression • Poor performance in school • Withdrawal from friends and

activities • Sadness and hopelessness • Lack of enthusiasm, energy, or

motivation • Anger or rage • Difficulty dealing with criticism • Feelings of being unable to reach

goals

• Low self esteem or guilt • Indecision, lack of concentration,

forgetfulness • Restlessness or agitation • Changes in eating or sleeping

patterns • Substance abuse • Problems with authority • Suicidal thoughts or actions

Every person has experienced some of these feelings; however, when many of these occur at once for a period of a several weeks, it is time to seek professional help.

Risk Factors for Suicide • Teens who attempt suicide often have long-standing

problems and the attempt is triggered by a specific event  that  sends  them  “over  the  top.”     – No one factor or event causes suicide.

• However, there are several risk factors that have been identified, such as: – History of substance abuse – Conduct disorder – Depression – Access to firearms/weapons – Hopelessness – Impulsivity

Possible Triggers of Suicide • Abuse or trauma exposure • Academic difficulties or

school failure • Anniversary of the death of

a loved one • Breakup with a significant

other • Bullying • Disappointment or rejection

• Extended separation from friends or family

• Family conflict/dysfunction • Getting into legal trouble • Knowing someone who died

by suicide • Loss or death of a loved one • Serious illness or injury

Warning Signs of Suicide • Giving away valued

possessions • Overwhelming sense of

guilt and/or shame • Changed eating or

sleeping patterns • Severe drop in school

performance • Suddenly  seeming  “fine”  

when they have been feeling very depressed

• Making suicide threats • Being obsessed with

death • Creating poems, essays,

or drawings that refer to death

• Making dramatic changes in personality or appearance

• Engaging in irrational, bizarre behavior

Tips to Reduce Anxiety • Exercise • Eat a healthy diet • Have a support network • Get enough sleep • Engage in relaxation activities • Be well-prepared • Set realistic, attainable goals • Be optimistic – look at the bright side of things

Benefits of Regular Exercise • Research has proven many benefits from exercise in

addition to physical: – Increased alertness – Increased  amount  of  “feel  good”  chemicals  in  brain – Improved mood – Improved self-confidence and esteem – Improved sense of independence and control – Improved social support from others – Decreased anxiety/depression – Decreased probability of developing mental health

disorders

What Can Family and Friends Do? • Be available to listen and talk with your child

– Validate their feelings and let them know you care, even if you do not agree or think that the situation is not a big deal.

• Know where your children are and whom they are hanging out with

• Praise them and recognize when they do a good job

• Know warning signs and remove weapons and pills from your home

What Can Family and Friends Do? • Set clear and consistent boundaries • Teach  “life  skills”  (respect,  responsibility,  

adaptive/coping skills) • Seek professional help from a doctor or other

mental health professional – People with clinical depression can be treated

successfully with medication and/or talk therapy. • Keep teachers, psychologists, doctors, and coaches

informed, so we can work together to support your child

What Can Family and Friends Do? • Provide caring and support • Set and communicate high expectations, but

avoid applying excessive pressure or stress on the student

• Provide opportunities for meaningful participation – Volunteer, mentor, extracurricular activities

• Increase pro-social bonding • Build resilience

an ability to recover from or adjust easily to misfortune or change <emotional resilience>

www.Merriam-Webster.com/dictionary/resilience, April 29, 2014

Resilience

Be optimistic Build connections Welcome change Have a sense of humor Express gratitude Accept help

Vanderbilt University Faculty and Staff http://healthandwellness.vanderbilt.edu/ql/resilience-toolkit.php

Problem solver Communicator Emotionally Intelligent Practice Mindfulness

Attitudes Skills

Lifestyle Stay  active…eat  well…

get plenty of sleep

Build YOUR Resilience

FCPS Sports Education Program

• Thank you for completing the online FCPS Sports Education Program for Parents and Student-Athletes

• Record of completion is kept electronically at the school

• If you have any questions, please contact the licensed athletic trainer at your school

Resources Additional information about the FCPS Athletic Training Program and the topics covered in the

presentation can be found online at www.fcps.edu/sports

Additional information on concussions is available from:

– American Academy of Family Physicians: http://familydoctor.org/familydoctor/en/diseases-conditions/concussion.html

– Centers for Disease Control and Prevention: http://www.cdc.gov/concussion/headsup/index.html

Verification of Completion

After reviewing this presentation, please send an email to jdreynolds@fcps.edu with the following statement

included in the body of the email:

I verify that I have received, reviewed and understand the information contained in the FCPS Concussion

Education Presentation